Pedagogical support at yearly years from the rotating laboratory model of hybrid teaching

Abstract

This paper presents the work developed at Pedagogical Support with students from yearly years at a county school, questioning the learning procedures adopted with the students who need a personalized support. This study intends to reflect about the pedagogical strategies which take in consideration the teaching customization by a learning modality from the Rotating Laboratory Model of Hybrid Teaching, The research contains a qualitative approach, becoming a research action, because the goal of it is to have a collective intervention into the pedagogical practice taken by the researcher and other subjects from the investigation who search for an action changing which will contribute to the advances of student-centered teaching. The analysis of data collected by the questionnaires with open-ended questions with the investigation’s subjects was done using the Collective Subject Discourse method, from Lefèvre & Lefèvre, who showed how important is the reflection into the schooling space and how it is necessary to give the teachers the opportunity of saying and demonstrating about their experience because they, many times, realize the necessity of changing but they need the collective moments which will support the transformation into the pedagogical action. The results point to the importance of a personalized teaching proposal supported by the digital technologies which consider the students since their previous knowledge, respecting their multiple intelligences.